El teatro como estrategia didáctica activa inclusiva con estudiantes de primer año de Bachillerato en la Unidad Educativa Enrique Malo Andrade

Abstract

The purpose of this Curriculum Integration Work was to improve educational inclusión in the classroom with the support of theater as an active, inclusive didactic strategy in Cultural and Artistic Education (ECA). This pedagogical-artistic experience focused on the curricular block "The Other: Otherness", with the first year students of the Unified General Baccalaureate of the "Enrique Malo Andrade" Educational Unit, in the city of Cuenca-Ecuador. It was based on the pedagogical assumptions of the Ecuadorian Cultural and Artistic Education curriculum (2016), the principles of educational inclusion (Echeita and Duk, 2008), as well as the theoretical-methodological guidelines on Dubatti's theater (2012) and the theory of intersubjectivity (Roselli, 2016). The research design was field based, with a qualitative, descriptive, interpretive and propositional approach, through the use of techniques such as: participant observation and semi-structured interviews with the teacher of the ECA subject and the students participating in the study. The results obtained allowed us to conclude affirmatively on the pedagogical relevance of the application of theater as an active didactic strategy, inclusive in Cultural and Artistic Education, with the first year students of the Unified General Baccalaureate of the "Enrique Malo Andrade" Educational Unit.